Mobility as a tool for personal career development

1. Mobility as a tool for personal career development Tibor BorsBorbély-Pecze, Ph.D. Senior Consultant Budapest, 15-16 May, 2014

2. Number of migrant workers around the Globe At present there are approximately 175 million migrants around the world, roughly half of them workers (of these, around 15% are estimated to have an irregular status). Women make up almost half of migrants. Migrant workers contribute to the economies of their host countries, and the remittances they send home help to boost the economies of their countries of origin. Yet at the same time migrant workers often enjoy little social protection and are vulnerable to exploitation and human trafficking. Skilled migrant workers are less vulnerable to exploitation, but their departure has deprived some developing countries of valuable labour needed for their own economies. (ILO, 2014)

3. The ESPON 2013 Programme, the European Observation Network for Territorial Development and Cohesion http://www.espon.eu/main/

4. The Telegraph 11 June2013

5. Resources-Activities and Outcomes CCDF (2013): ASSESSING THE IMPACT OF CAREER DEVELOPMENT RESOURCES AND PRACTITIONER SUPPORT ACROSS THE EMPLOYABILITY DIMENSIONS

6. Therapeutic system (McMachon, 1992)

7. Hungarian youth: migration plans 1993-2013

8. New concepts around career path – Are these feasible? proteancareer (Hall, 1976, 2004) boundarylesscareer (Arthur and Rousseau, 1996)

9. The protean career „…is a process which the person, not the organization, is managing. It consists of all of the person’s varied experiences in education, training, work inseveral organizations, changes in occupational field, etc. The protean career is not whathappens to the person in any one organization. The protean person’s own personalcareer choices and search for self-fulfillment are the unifying or integrative elementsin his or her life. The criterion of success is internal (psychological success), notexternal. In short, the protean career is shaped more by the individual than by the organizationand may be redirected from time to time to meet the needs of the person (Hall, 1976, p. 201).

10. Traditional vs. Proteancareers (Hall, 2004)

11. Both sides of the coin: e.g ,The myth of the 'international manager' Forster, 2000 The International Journal of Human Resource Managementvol. 11 „…argues that the idea of the 'international manager' is largely a myth. A literature spanning twenty years has been built on the assumption that growing numbers of home country nationals (HCNs) were embracing international assignments. It was also suggested that they and their families would become globe-trotting nomads, moving from region to region and back and forth to their countries of origin, becoming in the process a new type of global or international manager. However, for most UK companies, an 'international manager' is little more than a loose description of someone who is potentially or currently abroad on a one-off international assignment, regardless of the nature or duration of this. Their operations may be becoming more international but their staff are not. Similarly, for most employees and their dependants the concept of an 'international manager' is equally meaningless within the context of their own career and life goals. The article goes on to contend that it is in fact psychologically impossible for most people to cope with the dislocation and upheaval that regular international relocations would cause. It demonstrates that long-term international assignments can also have a damaging effect on employee career prospects after they return to their country of origin. It concludes by suggesting how managers can gain international experience without the need for long-term international assignments.”

12. Impacts Orahood-Kruze-Pearson: The Impact of Study Abroad on Business Students’ Career Goals

13. Outcomes • educational outcomes, e.g. increasing participation in education and training, or improving attainment rates; • economic and employment outcome, e.g. increasing salary, improving employee retention, or increasing someone’s likelihood of funding work; • social outcomes, e.g. reducing the likelihood of engaging in criminal activity, or increasing social mobility.

14. Four levels of outcomes Reaction - impacts seek to describe how learners feel about the programmes in which they participate. Such evidence is commonly collected through feedback forms and customer satisfaction surveys. A wide range of studies demonstrate this kind of impact. Learning – new skills or further developed skills Behaviour- to successfully identify changes in behaviour, it is important that studies return to clients after a period of time Results - potential impacts on GDP, public spending on education, social exclusion, social security benefit, policing, tax revenue, health care, incapacity benefits, stress, and supporting mobility Kirkpatrick, D.L. (1994), Hooley (inpress)

15. Implications • Multicultural guidance • Brain drain brain gain games & the role of guidance • before, • during • and after migration

16. Thank you for your attention! borsborbely@yahoo.com